There is no denying that we need to better prepare students for careers in Science, Technology, Engineering, and Mathematics (STEM) and to better prepare those who enter other fields for a more technologically complex world. However, with all of the talk of "school reform", it seems that the more things change the more they stay the same. For example, I am yet to hear of anyone at the Federal level call for more systematic NCLB reform. The rhetoric is focused solely on reauthorization, with changes (but with the same or similar accountability model). With continued calls to tie this accountability to school funding
and the Education Secretary's Blueprint for Reform, it would appear that any rewrite will look much the same as our current broken legislation. In a recent report released by the National Research Council (see below), NCLB impact is clearly seen 1) Elementary schools reported spending an average of 178 minutes per week on science, 323 minutes on math, and 3) 503 minutes on English/language arts. 2) In California, 80% of k-5th grade teachers who are responsible for teaching science reported spending 60 minutes or less per week and 16% spent no time at all. And it was noted that this survey may, in fact, over-estimate the time spent on science since those who responded are more likely to be engaged in science instruction. I am certainly not suggesting that math and English/language arts are not important, but what I am calling for is a more balanced approach. We can call on schools to produce more students ready for STEM careers, but until we show that we truly value science, technology, and engineering we are not going to see any systemic changes.
National Research Council. (2011). Successful k-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Committee on Highly Successful Science Programs for k-12 Science Education. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
